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Speak clearly and concisely: use simple language that your students can easily understand. Show empathy: try to understand their perspective and feelings. Be approachable: make yourself available to your students and encourage questions and discussion. Use positive language: focus on what your students are doing well and encourage them to keep ...
Aug 6, 2014 · 5. Involve Learners in the Process. The importance of involving learners in the process of collecting and analyzing performance-based data cannot be understated. Pennebaker says, “Students must be given access to information about their performance.... At the broadest level, students need to know if they actually have mastered the material or ...
- Marianne Stenger
- In a review of the available research titled "The Power of Feedback," University of Auckland professors Helen Timperley and John Hattie highlight t...
- Timperley and Hattie note that effective feedback is most often oriented around a specific achievement that students are (or should be) working tow...
- The way feedback is presented can have an impact on how it is received, which means that sometimes even the most well-meaning feedback can come acr...
- The importance of involving learners in the process of collecting and analyzing performance-based data cannot be understated. Pennebaker says:When...
- Why Is Feedback Important?
- What Constitutes Effective Feedback?
- Strategies to Implement Feedback in The Classroom
- Incorporate Real-Time Group Feedback.
- References
Feedback has been known to be an important part of the learning process. Especially when coupled with deliberate practice, feedback can help students spend their time mastering aspects that they need to focus on most rather than practicing what they already know. Effective feedback works as a map to guide students by letting them know where they ar...
Effective feedback is: 1) targeted, 2) communicates progress, 3) timely, and 4) gives students the opportunity to practice and implement the feedback received. In a broader sense, these aspects relate to thinking about where the student is going, how the student is doing now, and what the next step is.
As an instructor, you may not always have the time to provide feedback the way you would like to. The following strategies offer some suggestions for how you can still efficiently provide students with useful feedback.
Many feedback strategies appear more feasible for small classes, but this method is particularly useful in large lecture classes. Clicker questions are a common example of real time group feedback. It can be particularly difficult in larger classes to gain a good picture of student comprehension, so real-time feedback through clicker questions and ...
Ambrose, Susan A., Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman (2010). “What kinds of practice and feedback enhance learning?” In How Learning Works: Seven research-based principles for smart teaching (pp. 121–152). San Francisco, CA: Jossey-Bass. Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying scien...
Tell students they can succeed; Know students’ academic and social needs; Recognize students’ academic and social achievements; Use and Model Perspective-taking and Empathy. The way students interpret their interactions with their teacher can have a lasting impact. Perspective-taking (putting yourself in a student’s shoes) can help you ...
Jun 14, 2020 · The key to making lessons more relevant must first be to realize that relevance is in the eye of the beholder. That means that teachers have to know their students―not just their scores and ...
- Opinion Contributor
Nov 2, 2017 · New advice on building a culture of feedback and making it meaningful for teachers. The benefits of student feedback are deep and wide — but not always recognized. Students have a comprehensive view of how their teachers educate and motivate. Student evaluations can be collected cheaply, quickly, and regularly, giving teachers the ...
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1 day ago · Clear, actionable feedback can help students learn. It can be difficult to tell someone what you think of their work, even if you mean well and even if you think they’re doing a good job.
